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习思想论文3篇

第1篇: 习思想论文

论文题目：Study of Motivation in SLA

课程名称：Second Language Acquisition

班级（学号）：xxxxxx

姓 名：xxx

Study of Motivation in SLA

Abstract:Social psychologists have argued consistently that these differences in learning outcomes must be due to individual differences between learners,and many proposals have been made concerning the characteristics which supposedly cause these differences.This thesis tries to study them from the viewpoint of motivation in SLA.

Key words: instrumental motivation,integrative motivation, resultative motivation,intrinsic motivation

Motivation in SLA

Following Gardner"s(1985: 10) definition,L2 motivation can be described as a complex of constructs, involving the combination of effort plus desire to achieve the goal of learning the language plus favorable attitudes towards learning the language. Motivation provides the primary impetus to embark on learning, and later the driving force to sustain the long and often tedious learning proces.

"Given motivation,anyone can learn a language."(Corder 1981) This phrase from the famous applied linguist Corder brings out the importance of motivation and the way it can overcome unfavorable circumstances in other aspects of language learning.Whereas language aptitude concerns the cognitive abilities that underlie successful L2 acquisition,motivation involves the attitudes and affective states that influence the degree of effort that learners make to learn an L2.Generally speaking,SLA researchers have classified motivation into four kinds,namely, instrumental,integrative,resultative,intrinsic.

Instrumental motivation refers to learners who treat the acquisition of a second language only as a means to achieve certain aims, like seeking for jobs, reading newspapers or passing examinations. The individual himself does not have the interest or the environment to use his mother tongue for the interaction with others. Instrumental motivation can be more effective under the shut away condition, because this is the only motivation to learn foreign language under such environment; without it, the effort will cease. This is the disadvantage of instrumental motivation.

Integrative motivation refers to the learners special interset in the target language community and the longing to participate and assimilate into the community life.It contrasts with an instrumental orientation,which concerns the practical value and advantages of learning a new language.Some learners choose to learn a particular L2 because they are interested in the people and culture represented by the target-language group.Integrative motivation has been shown to be strongly related to L2 achievement.It combines with instrumental motivation to serve as a powerful predictor of success in formal contexts.Learners with integrative motivation are more active in class and are less likely to drop out.

Resultative motivation refers to learners who obtain satisfaction from the sense of accomplishments in achieving good results of their language study. Motivation and good results are mutually supportive of each other. A higher level of motivation shall prompt and stimulate study desire, but the achievement of good results which helps to reach certain study objectives, can also assist in maintaining the existing motivation. It may even generate other motivations and achieve a virtuous cycle.

Intrinsic motivation is also called direct satisfaction; it refers to learners who get satisfaction derived from learning itself. In order to arouse the learning interest and cultivate the intrinsic motivation of the students, it mainly relies on the dynamic role of the teachers to stir up the enthusiasm of the students; at the same time encourage them to have more exchanges in classes and adjust their own studies independently. The teachers also need to adjust the teaching materials to appropriate levels. Classroom activities should be rich and colorful, and more opportunities should also be provided for group activities. In short, a harmonious relationship between teachers and students should be maintained as this is a crucial factor to sustain the interest of the students.

Conclusion:

1、Motivation is clearly a highly complex phenomenon.Strength of motivation serves as a powerful predictor of L2 achievement,but may itself be the result of previous learning experience.Learners with either integrative or instrumental motivation,or a mixture of both,will manifest greater effort and perseverance in learning.

2、Other internal sources of motivation,such as self-confidence,may be more important than either type of motivation in some contexts.Motivation can also take the form of intrinsic interest in specific learning activities and ,as such,may be more easily influenced by teachers than goal-directed motivation.

3、These four types of motivation should be seen as complementary rather than as distinct and oppositional.Learners can be both integratively and instumentally motivated at one and the same time.Motivation can result from learning as well as cause it.Furthermore,motivation is dynamic in nature;it is not something that a learner has or does not have but rather something that varies from one moment to the next depending on the learning context or task.

Bibliography:

1、Gardner,R.1979.Social psychological aspects of second language acquisition.

2、王栋，山东师范大学外国语学院教授《第二语言习得导论》

3、Corder,S.P.1967.The significance of the learner"s errors.International Review of Applied Linguistics.

第2篇: 习思想论文

对于英语语法习得的必要性浅谈

【摘要】 尽管英语教学正在如火如荼地开展,但是很多学生仍然很困惑,为什么一定要学习英语语法？在国外的电影和电视剧的对白中,可看到其中人物没有按照我们学习的语法来对话和表达自己的情感,并且很多英语是母语的人对于语法也没有很明确地掌握,因此很多学生很困惑,既然如此,为何还要学习英语语法？笔者根据自身教学经历,对于学习语法的必要性和大家进行探讨。

【关键词】 语法习得 目的性 语言能力

【中图分类号】 g427 【文献标识码】 a 【文章编号】 1006-5962(2012)05(b)-0010-01

1 语法教学的目的性

语法是人类在使用语言过程中形成的约定俗成的描述方法。随着语言的发展变化,语法也会变化,所以语法是恒定的,也是动态的。反过来讲,人们在建构语言时遵循语言的规律和功能以及相应的语法。在解构语言时也是如此。语法教学观念应随着语言教学观的转变而转变,从结构语法转向功能语法。

语法是对语言结构及词和词组等语言单位组成语言句子的方式的描述,它通常包括这些句子在各个语言系统中的意义和功能。语法不仅是对语言结构的描述,还是对语言功能的描述。要从语言本身和第二语言习得看待语法教学的重要性,要区分语法知识和语法能力两个概念、现代英语语法教学和传统的语法翻译法教学的不同,以韩礼德的系统功能语法作为英语专业的语法理论框架培养学生的语法能力,从而使研究语法能力成为研究语法和听、说、读、写、译能力的关系的一个理论平台。这是一个能力之间的相互影响关系,而不仅仅是语言形式和语言能力的关系,同时让学习者注意到语法在语言能力中的重要性,从而改变对语法的认识。

成功的第二语言习得就是通过习得规则使学习者的语言运用逐渐接近目标语。这体现的是学习的“习得隐喻”(acquisition metaphor)(sfard,1998),即人类的学习过程是一个习得过程,习得的内容是规则和语言单位等先验的范畴。学习者一旦掌握或习得了这些规则和结构,就可以运用、迁移(到不同语境中),并和他人共享了。

第3篇: 习思想论文

“习得性无助感”成因论文
摘要：虽然已有或潜在的“习得性无助感”的学生在教学活动中属于一小部分，有时甚至不一定会存在，但作为教师，不能忽视这种可能存在的情况。教师一定要能够运用习得性无助理论的相关成果和方法，对学生进行良好的归因训练，从而帮助学生预防或者消除已有的“习得性无助感”，最终达到提升学生学习效能的目的。
一、“习得性无助感”的成因
1.“习得性无助感”产生的自身因素。根据多元智能理论，我们可以知道学生的动手能力是有差异的。有的学生由于前期动手能力发展较差，在教学过程中表现出了动手表达能力困难。这些动手能力不足的学生，如果在学习上重视程度不够的话，很容易产生失败的体验和消极的情绪体验，从而产生不良的归因反应，久而久之就会产生习得性无助感。
2.“习得性无助感”产生的教学因素。集体授课下，教师对学生的关注度不足也是导致“习得性无助感”产生的重要原因。在实际教学过程中，由于教学任务重、时间紧，教师认为后进生的投入与产出比不高，所以对后进生的关注会不够充分。也有部分教师对于运用归因理论相关成果不熟悉，虽然想关心这部分后进生，但是无法有效进行指导工作。
二、“习得性无助感”的帮扶对策 1.及时发现潜在的“习得性无助感”学生。
（1）统计分析。劳动技术教师因为上课班级多，学生人头广，

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